Memory: Sensory And Working Memory - Weebly

Memory: sensory and working memoryPsychology ATAR Unit 3Chapter 11 pg. 260-264Chapter 14 pg. 340-341

Memory

Memory systemsUntil recently, memory has been compared toa computer and defined by an informationprocessing model. In this model there are 3stages: Encoding, storage & retrieval

Memory systemsEncoding Information is changed from raw sensory data into ausable form that the brain can process Information is encoded visually, acoustically orsemantically (word meaning)Storage The retention of information in the brain’s neuralpathwaysRetrieval Information is retrieved/ taken out of storage whenneeded

Memory systemsAtkinson and Shiffrin (1968) elaborated on this modeland proposed that information goes through threestages:1. Sensory memory2. Short-term memory3. Long-term memoryToday, researchers have integrated these ideas andsuggest that memory is created by a collection ofsystems, working interdependently. There is no oneportion of the brain solely responsible for all memory,though there are certain regions related to specificmemory sub-systems.

Multi-store model Memory is made up of multiplesystems that interact with each other. Each memory system can also workindependently. Each system differs in function,capacity and duration.

Multi-story model: an overviewWorkingmemory(Transfer)

Sensory memorySpecific to Visual memory (iconic) Auditory memory (echoic)Duration Brief retention rates: Iconic: 1/3 second Echoic: 3-4 seconds

Sensory memoryCapacity LargeInformation Is meaningless unless it is selected forfurther processing in working memory(WM) We are unconscious of what enters sensorymemory but become conscious of whatgoes into WM

Working memoryA short term memory system used to store andprocess the information that we are currentlythinking about.Duration Stores information longer than sensorymemory: Lasts about 18 secondsCapacity Small – 7 plus or minus 2 items (Miller, 1956)

Working memoryInformation Can be retained longer if it is reviewed andrepeated consciously – information is encodedaccoustically (sound) Imagining, problem solving, analysis, reasoning,comprehending, planning Chunking can increase WM capacity ie. looking forpatterns or grouping informationExamples When we read we hold the first words in WMwhile we process the rest of the sentence We also use it in mental maths e.g. 5 7 12 ?

Activity Is 3 x 3 4 13? (yes or no) FRUIT Doing calculations uses your workingmemoryHaving to remember the word also usesworking memoryRemember the magic number of7 /- 2See if you can chunk the information toimprove your retention of the words.

ActivityIs 16 / 4 – 1 3?AIRPLANE Is 10 / 2 4 9?ROAD Is 12 / 4 – 3 5?GREEN Is 10 / 5 6 8?LUNCH Is 2 x 3 – 2 3?APPLE Is 20 2 / 2 20?SKY Is 15 / 5 4 7?COMPUTER Is 13 – 2 5 17? CRAZY Is 10 – 2 x 2 6?SANDWICH Is 9 / 3 – 2 1?DOG

WM model: Baddeley & HitchBaddely & Hitch propose that there are foursubsystems to working memory:Phonological loop (verbal working memory)2. Visuospatial sketchpad (visual & spatialworking memory)3. Epidosic buffer4. Central executive1.

WM model: Baddeley & HitchPhonological loop Stores a limited amount of sounds/words Information can be kept active throughsub-vocal rehearsalVisuo-spactial sketchpad Stores visual and spatial information Essential for mental imagery and spatialreasoningExample: locating a glass in the kitchenwithout looking at it

WM model: Baddeley & HitchEpisodic buffer Temporary store that integrates informationfrom the phonological loop, visuospatialsketchpad and long term memoryCentral executive Coordinates activities between thephonological loop, visuospatial sketchpadand episodic buffer Allocates attention and directs cognitiveefforts It plans and coordinates but does not storeinformation

Working memory: rehearsalThere are 2 types of rehearsal: Maintenance rehearsal Elaborative rehearsalMaintenance rehearsal Remembering information for immediateuseExample: telephone number Repeating it aloud or in your head - doesnot transfer into LTM

Working memory: rehearsalElaborative rehearsal Actively processing and encodinginformation into LTMExample: Associating the telephonenumber with another one you alreadyknow – finding patterns Trying to make the information moremeaningful so that it can be rememberedover time

Consolidation theory This theory suggests that information that istransferred from WM to LTM needs aconsolidation time Neurons in the brain change physically whennew information is learned and stored These physical changes lead to a newmemory being formed This process takes about 30 minutes If the memory is disrupted during this time itmay be lost or stored incorrectly

Interaction between WM & LTMSerial position effect The effect of an item’s position in the list on howwell it is recalled. In a long list of items, the first and last items areremembered bestPrimacy effect First items on a list receive more rehearsal andare more likely to be transferred to long termmemory (LTM)Recency effect The last items are remembered because they arestill in the person’s working memory

Crash CourseLearning (10 min)https://www.youtube.com/watch?v 128Ts5r9NRE&index 12&list PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6Memory (10 min)https://www.youtube.com/watch?v bSycdIxC48&index 13&list PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6Remembering and forgetting (10 min)https://www.youtube.com/watch?v HVWbrNlsKw&index 14&list PL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6

1. Sensory memory 2. Short-term memory 3. Long-term memory Today, researchers have integrated these ideas and suggest that memory is created by a collection of systems, working interdependently. There is no one portion of the brain solely responsible for all memory, though there are certain regions